ESOL Skills for Life
Writing - Entry 3
Assessor Pack
The following documents are included in this assessment pack:
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Guidance on the conduct of the assessment
General marking guidance and assessment principles
Mark schemes and guidance
Appendix - Adult ESOL core curriculum guidance.
Assessment Code: ESOLWE3AA/P
Guidance on the conduct of the assessment
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The tasks are designed to be completed during normal class time but must be taken
under supervised conditions. This means that all tasks must be completed with the
tutor/assessor, or other designated supervisor, present.
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This assessment is composed of three tasks. Candidates must complete all three tasks;
they may be done in any order.
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The time allocated to the assessment is 1 hour and 15 minutes.
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Centres wishing to contextualise the tasks should refer to the guidance in the
specification.
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Task 1 has a guide time of 20 minutes and Tasks 2 and 3 a guide time of 25 minutes
each. Any overrunning will mean less time to spend on subsequent activities, so
assessors should remind candidates when they have used the allotted time.
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Candidates do not have to complete all the tasks in a single session, but they must
complete them under supervision and are not permitted to take them away.
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Candidates may not use a dictionary for writing tasks.
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If candidates are to complete all tasks at one time, give out the complete candidate
paper.
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If candidates are to complete each task separately, only give out the task to be
completed.
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Candidates should be briefed on the task/tasks to be completed. The tasks each focus
on writing skills.
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Candidates may be assisted with aspects that are not being assessed (e.g. the assessor
may tell the candidate what to do if they cannot read the written instructions adequately).
Tutors/assessors should also refer to the guidance on special arrangements and
reasonable adjustments in the qualification specification. Candidates should be allowed
to complete the tasks independently without further support according to the guide time
allowed.
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At the end of the assessment collect the candidates’ work and store securely.
ESOL Skills for Life – Assessor Pack – Writing Entry Level 3
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General marking guidance and assessment principles
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Assessors should apply the mark schemes positively. Candidates must be rewarded for
what they have shown they can do.
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Assessors should mark according to the mark scheme.
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Assessors should always award full marks if these are deserved, i.e. if the answer
matches the mark scheme. Half marks may not be awarded.
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If a response is not worthy of credit it should be awarded 0.
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Candidates must pass each task in order to achieve the unit. The pass mark for each
task is given below.
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For Tasks 2 and 3 there is a suggested word count. Candidates will not be penalised for
responses which are longer or shorter than the suggested number of words. It is the
quality not the quantity of work that affects the assessment outcome. Assessors must
judge whether candidates have met the relevant assessment criteria.
ESOL Skills for Life – Assessor Pack – Writing Entry Level 3
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This sheet can be photocopied and used to track results for individual learners
Optional Learner tracking column
Learner name
Learner no
Cohort id
Task 1 Mark scheme and guidance
Assessment Criteria
1.4, 2.1, 2.2, 3.1, 3.2
Question
Correct Answer
Details of item 1
2 marks per sentence.
Marks
Available
4 marks
Learner Marks
For each descriptive
sentence clearly expressed
with mostly correct spelling,
using punctuation correctly
in relation to beginning and
ends of sentences – 2
marks.
Description expressed but
with frequent errors in
spelling and punctuation – 1
mark
Details of item 2
Description not
communicated accurately
enough to be understood –
0 marks
2 marks per sentence.
4 marks
For each descriptive
sentence clearly expressed
with mostly correct spelling,
using punctuation correctly
in relation to beginning and
ends of sentences – 2
marks
Description expressed but
with frequent errors in
spelling and punctuation – 1
mark
Section 2
Description not
communicated accurately
enough to be understood –
0 marks
Availability days and times,
days and times clearly
ESOL Skills for Life – Assessor Pack – Writing Entry Level 3
2 marks
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Section 3
Personal information
expressed - 1 mark
0 marks if information is not
easily understood
Contact number – 1 mark
Any plausible number.
Full name, address and
postcode
1 mark for full name
correctly spelt and correct
use of block capital letters
throughout. (Full name
required for mark to be
awarded)
2 marks
0 marks if an element is
missing or the information is
not easily understood.
1 mark for address and
postcode
correctly spelt and correct
use of block capital letters
throughout
0 marks if an element is
missing or the information is
not easily understood.
Total Marks Available
Pass Mark for Task 1
12 marks
8 marks
ESOL Skills for Life – Assessor Pack – Writing Entry Level 3
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Task 2 Mark scheme and guidance
Assessment Criteria
Guidance
1.3, 2.1, 2.2, 3.1, 3.2
60-80 words
Mark Scheme
Content
Candidate communicates task fully producing at least four
to six relevant and detailed pieces of information using
appropriate vocabulary and expressions at Entry 3.
Candidate mostly communicates task producing between
four or five relevant pieces of information with some detail
using appropriate vocabulary and expressions at Entry 3.
Candidate partially communicates task producing at least
three relevant pieces of information with a little detail using
appropriate vocabulary and expressions at Entry 3.
Candidate produces between one or two relevant pieces of
information using appropriate vocabulary and expressions
at Entry 3.
Little or no relevant communication.
Range of expression
Discourse markers and connectives are used to enhance
writing.
Discourse markers and connectives are used occasionally
to enhance writing.
Discourse markers and connectives rarely or never used.
Punctuation
Candidate uses punctuation correctly throughout with only
one or two minor errors.
Candidate uses punctuation mostly correctly but errors
occur.
Common punctuation rarely or not used correctly.
Grammar
Sentences are grammatically well-formed at Entry 3 with
some complex features.
Some grammatical errors occur, particularly in more
complex sentences but these do not impede
communication.
The level of grammatical error means communication is not
achieved.
ESOL Skills for Life – Assessor Pack – Writing Entry Level 3
Marks
Available
Learner Marks
4 marks
3 marks
2 marks
1 mark
0 marks
Learner Marks
2 marks
1 mark
0 marks
Learner Marks
2 marks
1 mark
0 marks
Learner Marks
2 marks
1 mark
0 marks
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Spelling
Common, familiar and relevant words at Entry 3 are spelt
correctly.
Most common and familiar words are spelt correctly.
Spelling errors do not impede communication.
Common, familiar and relevant words at Entry 3 are spelt
correctly.
Total Marks Available
Pass Mark for Task 2
ESOL Skills for Life – Assessor Pack – Writing Entry Level 3
Learner Marks
2 marks
1 mark
0 marks
12 marks
8 marks
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Task 3 Mark Scheme and Guidance
Assessment Criteria
Guidance
1.1, 1.2, 1.3, 2.1, 2.2, 3.1,
3.2
100-120 words
Mark Scheme
Planning
Clear and detailed planning to support final draft.
Some planning but not always clear or detailed.
No or very limited planning.
Content
Candidate communicates task fully producing at least four
to six relevant and detailed pieces of information in a logical
order using appropriate vocabulary and expressions at
Entry 3.
Candidate mostly communicates task producing between
four or five relevant pieces of information in a logical order
with some detail using appropriate vocabulary and
expressions at Entry 3.
Candidate partially communicates task producing at least
three relevant pieces of information with a little detail using
appropriate vocabulary and expressions at Entry 3. Order
not necessarily logical.
Candidate produces between one or two relevant pieces of
information using appropriate vocabulary and expressions
at Entry 3.
Little or no relevant communication.
Range of expression
Writing is structured in paragraphs with discourse markers
and connectives used to enhance writing.
Discourse markers and connectives are used to enhance
writing. Some use of paragraphs.
Discourse markers and connectives are used occasionally
to enhance writing. Paragraphs not used.
Paragraphs not used and discourse markers and
connectives rarely or never used.
Punctuation
Candidate uses punctuation correctly throughout with only
one or two minor errors.
Candidate uses punctuation mostly correctly but errors
occur.
Common punctuation rarely or not used correctly.
ESOL Skills for Life – Assessor Pack – Writing Entry Level 3
Marks
Available
Learner Marks
2 marks
1 mark
0 marks
Learner Marks
4 marks
3 marks
2 marks
1 mark
0 marks
Learner Marks
3 marks
2 marks
1 mark
0 marks
Learner Marks
2 marks
1 mark
0 marks
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Grammar
Sentences are grammatically well-formed at Entry 3 with
some complex features.
Some grammatical errors occur, particularly in more
complex sentences but these do not impede
communication.
The level of grammatical error means communication is
not achieved.
Spelling
Common, familiar and relevant words at Entry 3 are spelt
correctly.
Most common and familiar words are spelt correctly.
Spelling errors do not impede communication.
The number of spelling errors means communication is
not achieved.
Layout and style
Layout and style are appropriate to the purpose of the
task.
Layout and style are not appropriate to the task.
Learner Marks
2 marks
1 mark
0 marks
Learner Marks
2 marks
1 mark
0 marks
Learner Marks
1 mark
0 marks
Total Marks Available
Pass Marks for Task 3
16 marks
10 marks
Total Marks Available for
Tasks 1, 2, and 3
Pass Mark
40 marks
ESOL Skills for Life – Assessor Pack – Writing Entry Level 3
26 marks
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Appendix 1: Adult ESOL core curriculum guidance
Simple, compound and complex sentences
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Entry 3
variations in word order
word order in complex sentences
there has/have been
there will be/there was going to be
complex sentences with one subordinate clause of either time, reason, result, condition or
concession
defining relative clauses using who, which, that
a range of verbs + -ing form
verbs + infinitive, with and without to
infinitive to express purpose
simple reported statements
a wide range of wh- questions
simple embedded questions
question words including whose
statements with question tags using Entry 3 tenses
Noun phrase
noun phrases with pre- and post-modification
a range of determiners
use of articles including: definite article with post
modification; use of indefinite article to indicate an example of a class; use of indefinite articles
in definitions
Verb forms and time markers in statements, interrogatives, negatives and short forms
no present perfect with: since/for; ever/never; yet/already
used to for regular actions in the past
past continuous
future simple verb forms
modals and forms with similar meaning: positive and negative, e.g. you should/shouldn’t to
express obligation;
might, may, will probably to express possibility and probability in the future; would/should for
advice; need
to for obligation; will definitely to express certainty in the future; May I? asking for permission;
I’d rather stating reference
common phrasal verbs and position of object pronouns
Adjectives
comparative and superlative adjectives
comparative structures
Adverbs and prepositional phrases
wide range of adverbial uses, e.g. to express possibility and un/certainty – possibly, perhaps,
definitely
more complex adverbial phrases of time, place, frequency, manner
a range of intensifiers, including too, enough
Discourse
markers to indicate: addition, sequence, contrast
markers to structure spoken discourse
use of ellipsis in informal situations
use of vague language
ESOL Skills for Life – Assessor Pack – Writing Entry Level 3
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